ANSWER EACH OF THE FOLLOWING QUESTIONS OR POST STATEMENTS. MUST BE 150 WORDS (PLEASE), WRITE IN 3RD PERSON.

DQ1

Your post offers an excellent example of how the dissertation topic moves from a broad idea at the outset to a much more specific area of research before the actual work begins. You began with very general terms "imbalance of power" and "deterioration." These terms lead the bystander to automatically ask, "what kind?," because the terms could possibly address so many areas and issues. According to Skelton and McClendon (2015), the broadest statement corresponds to the topic in the 10 Strategic Points, and the more specific statement corresponds to the problem statement of the 10 Strategic Points. The problem statement should identify the research gap that will allow your research project to add to the body of existing knowledge (Skelton & McClendon, 2015). According to your statement, I can assume that research is needed on "communal gardening" from the perspective of the residents' and their perceptions of "barriers and resources." The specificity of the topic now eliminates the need for additional questioning and the reader is very clear about what kind of information will follow.

Skelton, J., & McClendon, C. (2015). Developing the 10 strategic points and prospectus. In Grand Canyon University (Ed.), GCU Doctoral Research: Foundations and Theories. Retrieved from http://www.gcumedia.com/digital-resources/grand-canyon-university/2015/gcu-doctoral-research_foundations-and-theories_ebook_1e.php

DQ2

Mathematics instruction in American k-12 classrooms is consistently identified as an area for improvement and reform. According to Woodward (2004), aggressive mathematics reform dates back to the 1950's, when the United States was responding to an international climate which dictated the need for the development of nuclear weapons. The federal government infused the school systems with funding to support better math and science programs which, in turn, would produce more engineers to work in the area of arms (Woodward, 2004). Trends since then have vacillated between drill and procedural approaches to math and conceptual, explorational approaches (Woodward, 2004). During my teaching career, I have been part of a conceptual instruction trend, as well as a procedural instruction trend. While the debate rages among curriculum advisors about which approach is more beneficial, the students remain the "guinea pigs" with little control over how they are being taught. Even though, in the 90's, progressive research favored a constructivist approach for regular eduction classroom teaching, the Special Education community within the educational system preferred a more algorithmic approach (Woodward, 2004). We are left with the question of which emphasis would be most beneficial for which kind of student.

My topic of interest is the link between mathematical practices and student outcomes. Taking a qualitative approach, I would investigate the perception of students on the mathematics instruction they are receiving and on their outcomes, as measured by grades and standard test scores. Math curricula tend to have a strong bias toward conceptual or procedural approaches, thereby possibly negatively impacting specific groups of students. The perception of students could contribute to the conversation of which type of instruction is beneficial for the instructional group (enrichment, regular education, special education). Reading articles such as Hurst and Hurrell's (2016) "Multiplicative Thinking" will inform me as to the types of research that have already been undertaken to compare the effects of conceptual and procedural instruction. Just as Hurst and Hurrell (2016) explore the effects that conceptual and procedural instruction have on students' multiplicative understanding, my research would identify a specific area and an instructional orientation, as well as a specified student group, to shed light on students' response to the instruction.

Hurst, C., &Hurrell, D. (2016). Multiplicative thinking. Australian Primary Mathematics Classroom, 21(1), 34-38.
Woodward,J.(2004).Mathematics education in the United
States: past to present. Journal of Learning Disabilities, 37(1), 16-31

DQ3

I began my research on the broad topic of leadership and change management in electronic health record implementation (EHR) in healthcare. Starting with a broad topic helped me to identify areas in literature that have been extensively researched and those areas needing additional. I have since narrowed my search to the leadership styles, roles, and contribution to EHR implementation success of using nursing Super Users before (planning), during (at the elbow support), and post implementation (continued information sharing/education/ teaching resources). I am currently evaluating current research on this topic and identifying gaps and needs for further research particularly with nursing super users. Once I finalize the gaps and narrow down my specific research question(s), I can further understand the impact my own research will have on the field. My ultimate goal is to conduct research that helps healthcare organizations identify, engage, and encourage the use of nursing super users, and their leadership styles to improve the success of large-scale change, especially in regards to electronic health record implementation.

Part 2

DQ1

Determining the scope of the literature review is a daunting task for the researcher. The literature review must communicate the foundations of knowledge that underlie the research without becoming redundant (Abramson, 2015). Abramson (2015) suggest that the researcher will know how to conclude his search, when the readings no longer indicate new avenues for investigation. The organization of the literature review should be thematic; therefore an analysis of the themes related to the research problem should precede the search for literature (Abramson, 2015). Formulating questions relative to the identified themes, will help evaluate the relevance of potential literature. If a piece of literature is only tangentially related or does not fall within the scope of the themes, it may be discarded. In order to justify the research, a clear gap must be established in the literature review (Skelton & McClendon, 2015). Too much or too little literature on a subject may reveal too large or too small of a gap and jeopardize the validity of the research project (Abramson, 2015). Methodologies may or may not play into the identification of the gap. The methodology of the study needs to be identified as either qualitative or quantitative (Skelton & McClendon, 2015). A plethora of existing research in one methodology may indicate a need for research to be conducted in the other. Themes identified in the research question and consideration of methodologies are key components that help the researcher adequately frame the literature review for his project.

Abramson, G. A. (2015). Writing a Dissertation Proposal. Journal Of Applied Learning Technology, 5(1), 6-13.
Skelton, J., & McClendon, C. (2015). Developing the 10 strategic points and prospectus. In Grand Canyon University (Ed.), GCU Doctoral Research: Foundations and Theories. Retrieved from http://www.gcumedia.com/digital-resources/grand-canyon-university/2015/gcu-doctoral-research_foundations-and-theories_ebook_1e.php